• Notes 11/30
    • update: graduation pathway

Without specific demonstration, all differences/changes are calculated by values in SY2020-21 minus values in SY2018-19. Hence, positive differences/changes indicate increase in SY2020-21 and negative differences/changes indicate decrease in SY2020-21 for all the plots in this markdown file.

A.1. Student Enrollment Both Count and Change

Students of color or low income students are further disadvantaged during the pandemic in terms of enrollment. Particularly lower grade levels

A.1.1 Enrollment count

A.1.1 Student Enrollment Count for Kindergarteners 6th and 9th Graders

A.1.2 Enrollment percentage

A.1.2 Student Enrollment Percentagee for Kindergarteners 6th and 9th Graders

  • percentage of student enrollment for sy2020-21
    • percentage = student count of a student group in a certain month/student count of all students in the same month
    • no results show minority groups have lower enroll percentage at per k level
    • similar patterns for pre k, 6th, and 9th grade

A.1.3 Enrollment Change (SY 2020-21 - SY 2019-20)

A.1.3 Student Enrollment Change for Kindergarteners 6th and 9th Graders

Change from SY 2019-20 to SY 2020-21; NO SY 2018-29 ENROLL COUNTS DATA AT GRADE LEVEL;

  • positive value means increase in SY 2020-21 from SY 2019-20

A.2. Student Absence Both Count and Change

Students of color or low income students are further disadvantaged during the pandemic in terms of abs. Particularly lower grade levels grade levels: pre K, 3rd, 6th, 8th, 9th, 10th grade.

  • measure: average absences per student
  • for total absences
    • higher grade levels have higher absences
    • on average, for all the grade levels, minority groups have high absences
    • top absences groups: American Indian/Alaskan Native, Native Hawaiian/Other Pacific Islander, Hispanic/Latino of any race(s)
    • low-income group has higher absences than non-low income for all the grade levels
  • for difference in absences between sy2018-19 and sy2020-21
    • difference = absences in sy2018-19 (of particular student group in a certain month) - absences in sy2018-19 (of the same student group in that month)
    • POSITIVE value means that absences in sy2020-21 is higher (an increase)
    • for grade levels 6, 8, 9, and 10, absences in sy2020-21 is higher
    • for kindergarten, absences decreased for group “all students” while increased for American Indian/Alaskan Native, Native Hawaiian/Other Pacific Islander, Hispanic/Latino of any race(s)
    • for kindergarten, absences increased for low-income group while decreased for non-low income group

A.2.1 Absence count

A.2.1 Student Absence Count for Kindergarteners, 3rd, 6th, 8th, 9th, and 10th Graders

A.2.2 Absence change (SY 2020-21 - SY 2018-19)

A.2.2 Student Absence Change for Kindergarteners, 3rd, 6th, 8th, 9th, and 10th Graders

A.3. Course Taking

A.3.1. Statewide breakdown by groups

A.3.1. Statewide breakdown by groups

  • for Percentage of All Courses Taken Resulted in Non-Passing Grade
    • state average decreased in sy2019-20 and increased in sy2020-21
    • state ave in sy2021 is higher than state ave in sy2018-19 (before covid-19)
    • the same groups have higher non-passing rate than state ave before and after covid-19
    • in addition, gaps between those groups and the others increased from sy2018-19 to sy-2020-21

Change/Difference is calculated by All Non-Passing Grades[School Year == “2020-21”] - All Non-Passing Grades[School Year == “2018-19”]

A.3.1. Statewide change (SY 2020-21 - SY 2018-19)

A.3.2 Spatial Maps

A.3.2.1 Geographical differences across districts in all non-passing grade and numerical failing grade (SY2020-21 - SY2018-19)

students of color (excluding Asian)

For spatial plots: missing data (grey areas) results from

  1. missing and suppression at district level; e.g. Olympia School District
  2. some districts have data for only one of the SYs, then the changes are going to be NAs; e.g. Rainier Valley Leadership Academy; e.g. Everett School District
  3. some districts in the shape file do not appear in the ospi data (shows in “match district names with shape file” section), vice versa; e.g. Rainier Valley Leadership Academy

data for comparison among ethnicity groups was downloaded directly from OSPI website.

data for comparison between income groups was downloaded and scraped for each district and manually compiled

  • Difference calculated by %nonpass (or %numerical failing) in SY2020-21 minus %nonpass (or %numerical failing) in SY 2018-19
    • darker purple color indicates more increase in %nonpass (or %numerical failing) in SY2020-21
OGR data source with driver: ESRI Shapefile 
Source: "/private/var/folders/49/491d763x2rld9t7457p70t1h0000gn/T/Rtmp7TBjbR/53", layer: "53"
with 295 features
It has 18 fields

OGR data source with driver: ESRI Shapefile 
Source: "/private/var/folders/49/491d763x2rld9t7457p70t1h0000gn/T/Rtmp7TBjbR/53", layer: "53"
with 295 features
It has 18 fields

OGR data source with driver: ESRI Shapefile 
Source: "/private/var/folders/49/491d763x2rld9t7457p70t1h0000gn/T/Rtmp7TBjbR/53", layer: "53"
with 295 features
It has 18 fields

OGR data source with driver: ESRI Shapefile 
Source: "/private/var/folders/49/491d763x2rld9t7457p70t1h0000gn/T/Rtmp7TBjbR/53", layer: "53"
with 295 features
It has 18 fields

A.3.2.2 The gap in all non-passing and numerical failing in SY2020-21 between students of color and white for each district

  • Gap calculated by %nonpass among low-income minus %nonpass among non-low income in SY2020-21
    • darker purple color indicates more nonpass/num failing grades among students of color
    • darker purple color indicates more nonpass/num failing grades among low-income students
OGR data source with driver: ESRI Shapefile 
Source: "/private/var/folders/49/491d763x2rld9t7457p70t1h0000gn/T/Rtmp7TBjbR/53", layer: "53"
with 295 features
It has 18 fields

OGR data source with driver: ESRI Shapefile 
Source: "/private/var/folders/49/491d763x2rld9t7457p70t1h0000gn/T/Rtmp7TBjbR/53", layer: "53"
with 295 features
It has 18 fields

A.3.2.2 The gap in all non-passing and numerical failing in SY2020-21 between low-income and non-low income students for each district

A.4. SQSS

We will do two types of analyses for the following three measures: (1) by racial-ethnic groups; (b) by income; (c) geographical distribution of gaps between groups (white vs students of color; low versus high income) across districts.

9th grade on track

State total breakdown by race-ethinicity and income

Change in 9th grade on track pre- and post-COVID

Regular attendance

State total regular attendance for “all grades” (data at grade level is available)

Change in regular attendance pre- and post-COVID for “all grades”

change in percentage (%2021 - %1819), NOT percentage change (%2021 - %1819)/%1819

Dual credits

State total (dual credits, AP, IB) for all grades (data at grade level 10-12 available)

Dual credits: (AP/IB courses is more prestigious). Interviewees suggested variation in how dual credits have been implemented in schools.

  • Overall % students taking dual credits increased
    • decrease in % taking AP and IB
    • increase in % taking College in The High School and CTE Tech Prep.
    • around 1% taking Cambridge and Running Start (not plotted)
    • number of students taking certain dual credits courses:
      • CTE Tech Prep > AP > College in The High School > Running Start > IB > Cambridge

A.5. Graduation (the class of 2020)

https://www.k12.wa.us/data-reporting/data-displays/graduation-pathways-display We have individual school level data. Different pathways by income and students of color (only state level as the first step)

State level

  • Includes all students in the Class of 2020; including those who graduated, are continuing their education, or have left school.

> Aggregated state total

Graduation pathways (plotted) Notation
“ELA and Math Both” met both an ELA and Math Pathway
“CTE” met CTE Pathway
“ASVAB” met ASVAB Pathway
“ELA Assessment” completed an ELA Assessment/Test
“ELA Course” completed an ELA Course
“Math Assessment” completed an Math Assessment/Test
“Math Course” completed a Math Course

Other paythways (not plotted):

“ELA State Test” “ELA ACT” “ELA SAT” “ELA AP Test” “ELA IB Test”
“ELA AP Course” “ELA IB Course” “ELA Bridge” “ELA Cambridge” “ELA Dual Credit”
“Math State Test” “Math ACT” “Math SAT” “Math AP Test” “Math IB Test”
“Math AP Course” “Math IB Course” “Math Bridge” “Math Cambridge” “Math Dual Credit”